INTELIGENTNOST IN UČNI STILI PRI POUČEVANJU TUJEGA JEZIKA V OTROŠTVU

Vaš, Laura

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Title:	INTELIGENTNOST IN UČNI STILI PRI POUČEVANJU TUJEGA JEZIKA V OTROŠTVU
Authors:	ID Vaš, Laura (Author) ID Brumen, Mihaela (Mentor) More about this mentor...
Files:	MAG_Vas_Laura_2015.pdf (967,40 KB) MD5: 76448051EA18C41DEA114BFCA81CFFE3
Language:	Slovenian
Work type:	Master's thesis
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V magistrskem delu na podlagi analize štirih učbenikov za angleščino kot prvi tuji jezik v 2. vzgojno-izobraževalnem obdobju (VIO) osnovne šole (OŠ) primerjamo pogostost pojavljanja različnih vrst inteligentnosti in učnih stilov. V teoretičnem delu najprej opredelimo pojem učni stili in predstavimo različne vrste učnih stilov, pri čemer se podrobneje posvetimo delitvi na vizualni, slušni in kinestetični učni stil. Nadalje se osredotočimo na opredelitev Gardnerjevih devet različnih vrst inteligentnosti. Posebno pozornost namenimo prepoznavanju in uporabi učnih stilov ter vrst inteligentnosti pri pouku angleščine v OŠ, in predlogom prilagoditve pouka angleščine za učence z različnimi učnimi stili in inteligencami. Temu sledi primerjava tujih raziskav, povezanih z učnimi stili, inteligentnostjo in poučevanjem tujega jezika v 2. VIO OŠ. Prav tako navajamo še smernice učiteljem in piscem učbenikov za poučevanje tujega jezika v otroštvu. V empiričnem delu magistrskega dela smo preučili, kateri učni stili in inteligence prevladujejo v učbenikih za poučevanje angleškega jezika v 2. VIO OŠ. Rezultate smo pridobili s pomočjo analize štirih učbenikov za angleščino kot prvi tuji jezik v 4. razredu OŠ. Rezultati kažejo, da obstajajo statistično značilne razlike v pogostosti izbranih učnih stilov. Ugotavljamo, da je v učbenikih za prvi tuji jezik v 2. VIO skupno najbolj pogost slušni učni stil, sledi mu vizualni učni stil, najmanj pogost pa je kinestetični učni stil. Pri analizi posameznih učbenikov ugotavljamo, da je v dveh izmed štirih izbranih najbolj pogost vizualni učni stil, v drugih dveh učbenikih pa slušni učni stil. Nadalje ugotavljamo, da obstajajo statistično značilne razlike v pogostosti izbranih vrst inteligenc. Rezultati kažejo, da je v učbenikih za angleščino kot prvi tuji jezik v 2. VIO OŠ skupno najbolj pogosta jezikovna inteligenca, medtem ko je ostalih vrst inteligenc v učbenikih zastopanih bistveno manj. Enak rezultat dobimo tudi pri analizi posameznih učbenikov glede na vrste inteligentnosti.
Keywords:	učni stili, inteligence, poučevanje tujega jezika v otroštvu
Place of publishing:	Maribor
Publisher:	[L. Vaš]
Year of publishing:	2015
PID:	20.500.12556/DKUM-53833
UDC:	37.015.311:811.111'243(043.2)
COBISS.SI-ID:	21567240
NUK URN:	URN:SI:UM:DK:ZOQMQ8PJ
Publication date in DKUM:	07.10.2015
Views:	1938
Downloads:	363
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	INTELLIGENCES AND LEARNING STYLES IN FOREIGN LANGUAGE TEACHING AT THE PRIMARY LEVEL
Abstract:	This master's thesis compares the frequency of various types of intelligence and learning styles by analysing four textbooks of English as a first foreign language in the second educational cycle of elementary school. The theoretical part defines the concept of learning styles and presents different types of learning styles, while focusing on the division into visual, auditory and kinaesthetic learning styles. Furthermore, the focus is set more specifically on the definition of nine different types of intelligence according to Howard Gardner. Particular attention was paid to identification and application of learning styles and intelligence types in teaching English in elementary school, as well as to the proposed adjustments to teaching English to students with different learning styles and intelligence types. This is followed by a comparison of various researches into learning styles, intelligence and the teaching of foreign languages in the second educational cycle of elementary school. The thesis additionally provides guidance to teachers and writers of textbooks for teaching a foreign language in childhood. In the empirical part of the thesis, it was examined what learning styles and intelligence types prevail in textbooks for teaching English in the second educational cycle of elementary school. The results were obtained by analysing four textbooks of English as a first foreign language in the fourth grade of elementary school. They show that there is a statistically significant difference in the frequency of selected learning styles. In the textbooks for the first foreign language in the second educational period, it was noted that the most common style is the auditory learning style, followed by the visual learning style, and the least common is the kinaesthetic learning style. When analysing individual textbooks, it was found out that in two textbooks, out of the selected four, the most common learning style is the visual one, while in the other two textbooks this is the auditory learning style. Moreover, it was established that there also is a statistically significant difference in the frequency of selected types of intelligence. The results of the analysis of textbooks for English as a first foreign language in the second educational period of elementary school indicate that the most common type of intelligence is the linguistic intelligence, while other types of intelligence are much less represented in the respective textbooks. The same result was obtained in the analysis of individual textbooks regarding the types of intelligence.
Keywords:	learning styles, types of intelligence, teaching foreign language to children

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